27 SES 09 B, Tools for Studying Teaching Practices
The continuing expansion of educational research in Europe, incorporating most disciplines within the academic world, is promising. On one hand, the varied theoretical and methodological approaches represent strengths of the field, because they provide complementary orientations and allow to better understand the complexity of educative phenomena. On the other hand, this diversity is also a sign of weaknesses, because educational research is less visible. The results of scientific productions are globally little considered by the politicians and the practitioners (Dezutter, 2013). For example, the low participation of the practitioners during research congresses shows how intricate it is to move educational research closer to everyday practice. Can we consider that the educational research community has failed to develop an interdependent relationship between forms of teacher education and forms of school education?
The evolution of the teacher education models in the European context (Altet, 1996) highlights the complex role of teachers as mediators between students and a rapidly evolving world. The teachers have to acquire numerous professional competencies, which require a culture of reflection and research from a lifelong learning perspective (Caena & Margiotta, 2010). The European researchers must thus be encouraged to continue today a challenge: the innovation in teacher education in relation with the model of the reflective practitioner (Schön, 1983).
This study focuses on research on didactics, in physical education (PE). Didactics of PE has developed in France in relation with other didactics, particularly didactics of mathematics (the Theory of Didactic Situations, Brousseau, 1997 ; the Anthropological Theory of Didactic, Chevallard, 1985). These theories, centered on the nature of knowledge, have progressively evolved with the emergence of the joint action theory (Sensevy, 2010), more centered on the diffusion process. This theory, used also in the context of PE (Amade-Escot, 2006), considers we can describe the co-construction of knowledge by a teacher and students as developing in games : “Learning to act in a specific part of the social world is learning to play a certain game in situations embedded in institutions” (Sensevy, 2010).
A structure of particular descriptors allows to describe the learning game: the didactic contract/milieu doublet ; the genesis triplet (mesogenesis ; chronogenesis ; topogenesis) ; the game quadruplet (defining, devolving, monitoring and managing the certainty/uncertainty dialectic, institutionalizing).
This communication aims at illustrating, by using a comparative approach, how the joint action theory allows the researcher to understand the decision making of the teacher (Brière & Musard, 2012). But we wish also show that it could help the teachers to decode the didactic interactions in situ and to question their intervention.
How do the student teachers organize the learning games for their students during PE lessons ? Which sense do they construct during post-interviews when they analyze their activity and those of students ? What is generic/specific according to the student teachers ?
Altet, M. (1996). Les compétences de l'enseignant professionnel. Entre savoirs, schèmes d'action et adaptation : le savoir-analyser, in L. Paquay, M. Altet, E. Charlier, E. et Ph. Perrenoud, (dir.) Former des enseignants professionnels. Quelles stratégies ? Quelles compétences ? (pp. 27-40). Bruxelles : De Boeck,. Amade-Escot, C. (2006). Student learning within the didactique tradition. In D. Kirk, M. O'Sullivan, and D. Macdonald (Eds.). Handbook of Research in Physical Education (pp. 347-365). London, Thousand Oaks. Alin, C. (2010). La Geste Formation - Gestes professionnels et Analyse des pratiques. Paris : L’Harmattan. Brière, F. & Musard, M. (2012). Analyse didactique des gestes professionnels d’étudiants stagiaires en éducation physique et sportive. Revue des sciences de l’éducation, XXXVIII (2), 275-302. Brousseau, G. (1997). The theory of didactic situations in mathematics. Dordrecht: Kluwer. Caena, F. & Margiotta, U. (2010). European Teacher Education: a fractal perspective tackling complexity. EERJ, 9 (3), 317-331. Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage éditions. Clot, Y. (1999). La fonction psychologique du travail. Paris : Presses universitaires de France. Dezutter, O. (2013). Quelle actualité pour la recherche en éducation et en formation ? Colloque AREF. Montpellier, 27-30 Août 2013. Dugal, J.P. (2008). Le conseil en formation initiale des enseignants. Intérêt et fonction des savoirs didactiques pour le tutorat des professeurs stagiaires en EPS. Ejrieps, 14, 7-21. Grossthéphan, V. & Brau-Antony, S. (2009). Le processus d'incorporation par des enseignants d'EPS de savoirs issus de la recherche. Exemple d'un dispositif de formation continue de type collaboratif associant un chercheur et des enseignants. Ejrieps, 16, 22-37. Hudson, B. (2007). Comparing Different Traditions of Teaching and Learning: what can we learn about teaching and learning? EERJ, 6 (2), 135-146. Schubauer-Leoni M-L, Leutenegger F. (2002). Expliquer et comprendre dans une approche clinique/expérimentale du didactique ordinaire. In Leutenegger F., Saada-Robert M. (Eds) Expliquer et comprendre en sciences de l'éducation. Bruxelles: De Boeck. Schön, D. (1983). The Reflective Practitioner: How professionals think in action. London: Temple Smith. Sensevy, G. (2010). Outline of a Joint Action Theory in Didactics. Proceedings of Sixth Conference on European Research on Mathematics Education (CERME 6). Lyon, 28 Janvier au 1er Février 2009. Lyon : INRP.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.